Presentation on theme: "“I Can” Learning Targets"— Presentation transcript:
1 “I Can” Learning Targets 5th English/Writing4th Six Weeks
2 4th Six Weeks English Skills: Unit 5 Writing: Unit 8 REVIEW – Be sure to cover appropriate standards for Writing prior to the TN Writing Assessment. A partial list of essential “I can” statements has been highlighted in red on this PowerPoint.Unit 11Note: For your convenience, the SPIs and CFUs for Writing have been included on slides 7-9 .
3 Ongoing/Year-Long Skills I can spell words that I use and read often or are tricky to spell.I can write in print and cursive so that others can read what I write.I can use correct page format (paragraphs, margins, indentations, titles).I can use capitals at the beginning of the sentence, for proper nouns and adjectives, in titles, abbreviations, and quotations, and in parts of friendly and business letters.I can end my sentence with the correct punctuation.
4 “I Can” Unit 5I can use capitals at the beginning of the sentence, for proper nouns and adjectives, in titles, abbreviations, and quotations, and in parts of friendly and business letters.I can end my sentence with the correct punctuation.I can recognize and edit incomplete sentences and run-on sentences.I can ID/use common and proper adjectives.I can ID/use common and proper nouns.I can combine sentences and thoughts into compound sentences, sentences joined with a semicolon, or into sentences that have more than one subject or verb.I can make my sentences more interesting by using introductory phrases or clauses.I can use semicolons, apostrophes, quotation marks, and commas in a direct address, items in a series, following introductory words, in dates and addresses, in quotations, in parts of a letter, and before coordinating conjunctions in compound sentences.I can ID/use interjections.I can use quotation marks along with capitals and end marks in a written conversation.I can abbreviate or shorten a word by using an apostrophe to show where letters are left out.
5 “I Can” Unit 8 ReviewI can write a paragraph that has a topic sentence, supporting details, and a conclusion.I can write my paragraphs in sequential order.I can give my writing a good title.I can revise my writing to make my ideas more clear.I can use the Tennessee Writing Assessment rubric to evaluate my own writing and the writing of others.I can use correct page format, paragraphs, margins, indentations, titles.I can use the writing process: prewriting, drafting, revising, editing/proofing, evaluating, and publishing.I can write within a given time limit.I can write to respond to a narrative prompt.I can describe the meaning of…figurative languagemain ideapromptI can pick a topic to write about.I can use graphic organizers (listing, clustering, story maps, webs).I can choose the best supporting sentence in a paragraph.I can write my sentences differently to make them more interesting to the reader (syntactic variety).I can write using vivid and figurative language.I can write using time-order and transitional words.
6 Unit 11 I can describe the meaning of “reference sources”. I can pick a research topic.I can use technology to do research.I can use technology to communicate.I can tell the difference between information available from different reference sources (e.g., interviews, encyclopedia, card/electronic catalogs, almanacs, magazines, newspapers).I can use the information available from different reference sources.I can describe the meaning of “citation”.I can record information for research from three different sources, at least one of which must be a print source.I can use a graphic organizer to organize information.I can identify what is and what is not needed in a citation.I can decide if a source is reliable.I can take notes that include important ideas (paraphrasing, and summaries).I can cite sources including the title, author, and page number.I can write a research report using and citing three or more sources.
7 “I Can” Writing, Part I (SPIs) I can identify the audience for which a text is written.I can identify the purpose for writing.I can choose the supporting sentence that best fits the context and flow of ideas in a paragraph.I can identify the sentence that doesn’t fit in a paragraph.I can select an appropriate concluding sentence for a paragraph.I can rearrange sentences to form a sequential, coherent paragraph.I can select details that support a topic sentence.I can select vivid and active words for a writing sample.I can choose the sentence that best supports the topic sentence and fits the flow of ideas in a paragraph.I can select appropriate time-order or transitional words/phrases to enhance a writing sample.I can rearrange paragraphs into sequential and chronological order.I can select an appropriate title.I can complete a graphic organizer to group ideas for writing.I can write for a variety of purposes.I can write poems, stories, and essays based upon personal reflections, observations, and experiences.
8 “I Can” Writing, Part II (CFUs) I can determine an audience and purpose for writing.I can write for a variety of purposes: to entertain, persuade, inform, describe, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., clarify thinking, take notes, synthesize information, enhance communication).I can write to narrative and descriptive prompts within a specified time limit.I can write poems, stories, and essays based upon personal reflections, observations, and experiences.I can compare and contrast two persons, places, things, or ideas.I can respond in writing to literature studied.I can create a well-developed story or passage summary, as well as personal reflections and imaginative writing samples.I can compose and respond in writing to original questions and/or problems from all content areas.I can explore writing in the expository mode.I can recognize and use all steps in the writing process: prewriting, drafting, revising, editing/proofing, evaluating, publishing.I can construct an outline with main ideas and supporting details.I can select and refine a topic.I can compose clear, coherent, well-organized multi-paragraphed works.I can develop a paragraph with a topic sentence, supporting details, and a concluding sentence.I can demonstrate syntactic variety.I can use precise language, including vivid words and figurative language.
9 “I Can” Writing, Part III (CFUs, cont’d) I can use correct page format (e.g., paragraphs, margins, indentations, title).I can revise to clarify thought, to refine ideas, and to distinguish between important and unimportant information.I can use resources (e.g., dictionary, thesaurus, computer) to aid in the writing process.I can demonstrate confidence and competence in using the TN Writing Assessment rubric while evaluating my own writing and the writing of others.I can use technology to publish and present.I can identify and explore opportunities for publication (e.g., local/national contests, Internet websites, newspapers, periodicals, school displays).